1. © Crown copyright 2005 Science subject leader development meetings Behaviour for learning

2. Secondary National Strategy Science © Crown copyright 2005 1 Crown copyright statement The content of this presentation may be reproduced free of charge by schools, local education authorities and ITT providers provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk

3. Secondary National Strategy Science © Crown copyright 2005 2 Objectives To define what is meant by behaviour for learning To alert subject leaders to possible causes of unhelpful behaviours in science lessons To share some examples of collaborative work undertaken to improve teaching and learning in classrooms where solution focussed techniques have been used to enhance behaviour for learning

4. Secondary National Strategy Science © Crown copyright 2005 3 Intended outcomes Subject leaders will have discussed the principles for behaviour for learning Subject leaders will have examined approaches to behaviour for learning Subject leaders will have identified future actions to take in the department to enhance behaviour for learning

5. Secondary National Strategy Science © Crown copyright 2005 4 Starter activity “what is good behaviour for learning in science? ” Take this question and turn it into a definition using no more than 10 words You have about 8 minutes for this task

6. Secondary National Strategy Science © Crown copyright 2005 5 Ofsted 2005 “In some well-planned lessons the quality of learning is unsatisfactory because poor behaviour is not managed effectively by the teacher. Too many pupils disengage from learning and are involved in off-task activities that are not challenged. Unimaginative teaching and a lack of a variety in teaching strategies and content delivery often results in pupils not learning what was planned for them to learn. Less able pupils are frustrated as they cannot finish their work while more able pupils are not challenged and become bored.” Ofsted report on the KS3 Strategy 2005

7. Secondary National Strategy Science © Crown copyright 2005 6 Translating a difficulty into a goal Has the following consequences a vision of how it can be improved; questions to promote movement towards goals; the drive towards focusing on possible solutions.

8. Secondary National Strategy Science © Crown copyright 2005 7 Goals Some goals are more helpful (i.e. achievable) than others. The most helpful goals are: Realistic Action-orientated Immediate Significant Empowering

9. Secondary National Strategy Science © Crown copyright 2005 8 Discussion into actions Could you see a collaboration of this sort being of use in your department? Can you use the GOAL and solution focussed approach in your school? HOW?

10. Secondary National Strategy Science © Crown copyright 2005 9 Gap task As a result of this session construct two actions to take back to the department which will improve behaviour for learning At the next meeting there will be an opportunity for you to share what happened as a result of these actions BE PREPARED TO FEED BACK!